Maddock

Running Head: ONLINE STUDENTS’ PASS RATES
Increasing Online High School Students’
Pass Rates through Participation and Gamification
Emily Maddock
August 24, 2018
Colorado Christian University

ONLINE STUDENTS’ PASS RATES 2
Chapter 1
When most people think of online schools they believe it is a new and revolutionary idea
that has come about in the last fifteen years or so. However, the concept of ‘distance learning,’
namely the separation of student and teacher in physical spatial boundaries and/or time (Perraton,
1988), and ‘online learning,’ education that uses the internet as a means of communication
(Moore & Kearsley, 2012, p. 2), can be dated back much farther than that. Distance learning can
be dated back to at least the late 1890s (Gaytan, 2007, p. 2; History, n.d.) while online learning
can be traced to the late 1970s and 1980s (Hitlz & Turoff, 1994, p. 190; Morabito, 1997, p. 13).
But even though the concept of these non-traditional learning environments are not new to the
world of education, there have been great advances in online schools that have made it the
growing trend in education today. And like most growing trends, there are growing pains.
With the new boom in online learning, there has become a persistent issue in students’
pass rates in their virtual classes. This is not an issue of the online curriculum. Online schools’
curriculum are held at or above state and federal standards (McGettrick, 2011, p. 2) due to the
constant demand of evolving regulations and revisions in online education and to the constantly
changing technologies. So if the issue isn’t the curriculum, what is it? One theory is that it is the
students’ lack of participation in the existing curriculum that is driving fail rates to rise. This
issue of online student participation is not consolidated to one online school, such as Colorado
Connections Academy, but to the whole of online secondary schools, which is nearly 450 full-
time virtual schools (Miron & Gulosino, 2016). With that said, researchers have now gone from
the question of ‘how can we use the internet to provide educational resources and a self-paced
education?’ (Hitlz & Turoff, 1994, p. 191) to now the question of ‘how can we get our students
to engage or participate in their online courses?’ (Borup, Stevens, & Waters, 2015; Dimić &
Rogić, 2015; Lin, 2012). One answer to the new question at hand might be the innovative
academic trend of ‘classroom gamification’ (Deterding, Dixon, Khaled, & Nacke, 2011; Dicery
& Dicheva, 2017; Ryan, Rigby, & Przybylski, 2006).
Problem Statement
About 20-30% of the online high school courses at Colorado Connections Academy are
failed each year due to the lack of participation by students in their lessons. This lack of
participation results in low lesson completion which leads to students not finishing their courses
before the end of term and gaining zeroes for incomplete work. This is a result of students not
having the proper training on what online schooling entails, what participation in an online
program requires, what basic computer skills are needed to be successful in an online
environment, and students’ lack of motivation to complete school work.
The percentage of courses failed might not seem like a large issue in a high school with
an enrollment of over 1,200 students. However, if you take into account the 260,000 or more
students who are currently enrolled in full-time virtual schools across the nation the issue
becomes that much more urgent (Miron & Gulosino, 2016). Likewise, as Ritter’s Factors
Influencing High School Graduation (2016) states, it creates a sort of domino effect once a
student fails a class. In online schools, it first starts with low lesson completion, which leads to
the student not completing their work before the end of the term, which leads to zeroes for the
incomplete assignments, which inevitably leads the failure of the course. This continues onto the
next stage in the ripple that of “[s]tudents who fail one or more core courses OR accumulate
fewer credits than the number required for promotion…are, at that point, off track for
graduation” (p. 3). Therefore we can connect low participation and lesson completion to lower
pass rates, supporting the need for a change in online participation to increase pass rates in online
high school students.
Purpose Statement
The purpose of this research media project is to create an informational training unit to be
given before the start of the term to Colorado Connections Academy online high school students
to increase their knowledge and participation in the online education environment. This training
unit will cover what it takes to be a successful online learner, participation guidelines, implement
the motivational strategy of ‘gamification’ to promote student participation in lesson completion
(Deterding, Dixon, Khaled, & Nacke, 2011; Dicery & Dicheva, 2017; Ryan, Rigby, &
Przybylski, 2006), and review basic computer skills needed to be an online learner (Hiltz &
Turoff, 1994). Again this is all for the common goal of enabling students to increase their
passing classes and earning credit to move on to the next grade level.
As stated, the training unit will be incorporating the use of motivational strategies to
promote student engagement and participation in lesson completion. This unit will be utilizing
one of the up-in-coming educational trends of classroom motivation called ‘classroom
gamification’, which uses game-theory and game design elements to engage and motivates
students to participate in lessons (Classcraft, 2016; Deterding, Dixon, Khaled, & Nacke, 2011;
Dicery & Dicheva, 2017; Ryan, Rigby, & Przybylski, 2006). Through this training unit, students
will acquire the knowledge of what will be asked of them for participation in an online education
program and what basic computer skills they will need to use their online program, as students
are more likely to fail their courses without these basic concepts.
Educational Goal
The goal of this research media project is to properly train incoming 9th grade students,
who are also new to Colorado Connections Academy, on basic computer skills, online
participation, and successful online student behavior while engaging them in the training unit
using gamification. It is these students who are both new high school and new to online
schooling that need to be targeted the most for guidance on participation and basic computer
skills. The reason that 9th graders are also an important focus goes back to Ritter’s Factors
Influencing High School Graduation (2016) “students with a GPA of 2.0 or less at the end of
their first year of high school should be considered at risk for dropping out” (p. 6). Freshmen
year is an important time that can influence a student’s pass rate and graduation rate for their
high school career. If we can get these students down the right path from the very beginning, this
increases their chances of being successful in years to come. Additionally, that is why the use of
gamification in the training unit is so important. Making the unit more like a video game with
earning gold/HP points, moving up in levels, etc. will help engage most students who find
playing video games to be a hobby or favorite pastime, which is about 63% of U.S. households
(“The 2016 essential facts about the computer and video game industry,” 2016). That is why at
least 95% of 9th grade students at Colorado Connections Academy, who are new to online
schooling, will complete the training unit before the first day of the new school year.
Curriculum Variables and Influencing Factors
Two variables that affect the increasing online high school students’ pass rates through
participation and gamification will be the Student Knowledge and Student Behavior (as shown in
Figure 1. Path Analysis Model below).

Increasing Online High School

Students’ Pass Rates through
Participation and Gamification
Student Knowledge Student Behavior

(Demographics, Non- (Demographics, Non-
Synchronous Contact & Synchronous Contact
Spatial Distance) & Spatial Distance)
Basic Computer Participation Successful Online Student Motivation

Skills Requirements Student Behaviors (Gamification)
Figure 1. Path Analysis Model. This figure illustrates the variables and factors influencing Online High School Students' Pass
Rates.
The first factor of Student Knowledge is influenced by the majority of demographics
within online schools, namely that the average population is of average GPA, white, and of
middle-low income (Colorado Connections Academy, 2015; Miron & Gulosino, 2016). Some of
the students who come into an online school, such as Colorado Connections Academy, either
have never owned a computer, don’t have a reliable internet source, or have come to online
school because they were truant at their last school. This affects both the factors of basic
computer skills (having limited or previously no experience on a computer) and participation
requirements (legal state attendance requirements) that will be addressed in the training unit.
Likewise, a majority of online student demographics are not academically high-achieving
students, which negatively influences the student’s behavior and motivation, as shown by the
performance ratings gathered by Miron & Gulosino (2016) “among the 62 virtual schools with
ratings in 2014-15, 19 (30.6%) were rated acceptable” (p. 5). Additionally, in the same study
researchers found that “of the 121 virtual schools for which data were available, 22 (18.2%) had
proficiency rates above the state average; 82 percent had proficiency rates below state averages”
(p. 5). Giving support to the fact that the average online student is at or below state proficiency
rates and grade acclimation.
Moreover, due to the nature of online schooling in its non-synchronous contact and
spatial distance of the learning environment. As Cheawjindakarn, Suwannatthachote, &
Theeraroungchaisri (2012), along with Arabasz & Bake (2003), have noted “That the majority
of, if not all, instruction takes place online. There are no requirements for face-to-face meetings
between students and instructor, either in the classroom or via video during the course” [Arabasz
& Bake, 2003, p. 2]” (p. 61). Thus the difficulty in bridging the spatial gap through digital means
becomes a barrier and variable that might impede with the set goals. In other words, there is no
teacher standing next to the student to tap them on the shoulder to redirect them in their task. All
interactions are done virtually thus the importance of training students on basic computer skills
and participation requirements from the start on when, and how they should be participating in
the online environment along with what to do if they run into an issue or need help. This will
also be addressed in the training unit.
Student Needs Assessment
Gaps in learning.
As stated in the problem statement, one of the gaps in learning with students who have
low lesson completion is their lack of basic computer skills. This gap makes it very hard for
online students to complete the basic tasks of navigating the school’s online system, contacting
teachers when they are in need of help, or correctly completing their assigned work. In starting in
an online program, the learning curve for both basic computing skills and a new educational
system is very steep and can be the breaking point for many students. Thus, the development of
these basic skills and competencies will be addressed by the proposed training unit (Dimić &
Rogić, 2015, p. 32).
Educational need.
There is a need for change in the policy at Colorado Connections Academy that sets the
guidelines for participation at the school. It does not clearly state what the school tracks in order
to show if a student is ‘on track’ or truant. This leads to confusion and disarray both with
families and the school when trying to communicate if a student is not participating according to
the school’s expectations. Currently, the attendance policy serves as its participation policy, in
which it lays out in the handbook how attendance regulated and works into the monitoring
process of ‘escalation,’ also how the lack of attendance or participation in lesson completion can
lead to truancy and other disciplinary actions (Connections Academy, 2017, p. 38). This
escalation status, tracked by Colorado Connections Academy’s ‘Connexus’ educational platform,
tracks students’ lesson completion, attendance hours, etc. to alert students and parents (referred
to as Caretakers or Learning Coaches, by the school) if they are getting behind in where they
should be at in the semester. This is calculated by the Participation Metric Formula:
Lessons Completed/Lessons Assigned = Participation

Days Enrolled/Total days in school year
The Participation Metric measures the number of lessons marked complete for students relative
to how far along they are in the school year (p. 1).
However, what is not stated in this policy or metric, which students and their families
have a hard time understanding, is that the school looks for approximately 30 hours of attendance
each week for high school students as is Colorado state policy, which attributes to about 20-25
lessons per week. Nor does the current policy warn students who do not keep up with their
participation, or lesson completion, that they run the risk of failing their classes based on not
completing all their school work by the end of the semester. Nor does the policy state the fact of
how serious truancy is for the student and family: “Truancy is a status offence – an act that is a
crime due to the young age of the actor, but would not be illegal for someone older” (National
Center for School Engagement, n.d., para. 2). All of these issues are a major concern to the
student, their families, and the school. Thus a policy change should be enacted, but in the
meantime, educating students on the requirements of participation in the training unit will be a
top priority. It will cover what the school actually looks at and tracks when students for student
participation, which when educated on the requirements it will vastly decrease the majority of
truancy withdraws and course failures due to low lesson completion the occur in the first
semester.
With that said, Colorado Connections Academy as a school culture is very receptive to
change as long as data can be provided to show it is in the student’s best interest. Certain factors
will have to still to be accounted for that cannot be changed, such as state attendance
requirements and Connections Academy (as a corporation) tracking system and participation
metric. However, the policy for just Colorado Connections Academy in the school’s handbook
can be revised with the approval of the Executive Director, Mrs. Chaille Hymes.
Learning environment.
Colorado Connections Academy is an online public school serving grades K-12. It
currently partners with two Colorado school districts of Mapleton and Durango and is a part of
Connections Education, which is owned by Pearson. As this educational environment is highly
self-paced, students run into the problem of putting off their work, not realizing the
consequences of their procrastination and educational neglect. Additionally, since teachers and
administrators are not in spatial proximity to these students, which requires us to gauge student
participation in the school based on the number of lessons they have completed each week. If a
student is lacking this lesson completion data or is behind in the number of lessons required each
week, that is when concerns arise of low participation and possibly truancy.
Characteristics of instructors.
Just as student computer literacy is important (Hitlz & Turoff, 1994, p. 191) so too are
teacher’s computer literacy levels. And if Lin (2012) is correct in stating that “The primary
responsibility of the instructor is to make sure the online course accomplishes the learning goals,
in other words, that the students learn what they are supposed to learn” (p. 13), then teachers in
an online environment need to be computer able (Dimić & Rogić, 2015, p. 30-31), if not savvy,
in order to help student accomplish their learning goals. Along with computer knowledge, online
teachers need to have great communication skills as almost all, if not all, communication is not in
face-to-face interactions (Cheawjindakarn, Suwannatthachote, & Theeraroungchaisri, 2012, p.
64). As well as, the ability to motivate students (p. 64).
Learner analysis.
The targeted learner for this training unit is new incoming 9th grade students. The
characteristics of these learners are that they are new to our online school and unfamiliar with
our system. The student demographic population statically is about 63% white, 11% with Free
and Reduced Meals (FARM) eligibility, and over 50% of our students live in heavily populated
urban to suburban areas of 300,000 in population (Colorado Connections Academy, 2017).
Additionally, with this target group of learners, it can be assumed that they are in favor of an
online instructional design as they have chosen to attend an online public school freely.
Moreover, these students will have experience in traditional schools settings, so the concepts of
having lessons to complete each day and attendance requirements will not be new to them.
Instead, the instructional design will build from this foundation to bridge the gap between their
previous school knowledge to our school’s participation system. Other than being new to
Colorado Connections Academy, and most likely new to online learning, there won’t be any
other data on these students for performance contexts as the school would not have had them
previously to determine other needs.
Application Context
The application and academic skills that will be addressed in the training unit will be that
of learning how to be a successful online student, what the requirements are for participation and
engagement in an online school (namely lesson completion), and the basic computer literacy
skills in order to efficiently use online educational systems for online high school students.
The method of communication, resource management, information, and collaborative
skills proposed in the curriculum will be based in the instructional strategy of gamification, in
order to increase student engagement. The visual design of these training unit will be presented
as ‘gamified,’ partially by the ‘Classcraft’ classroom management system (Classcraft, n.d.). The
training unit will be presented as a “Quest” in the Classcraft website. There will be 13 lessons in
total, each with a ‘story’ (lesson objective/overview), ‘task’ (lesson context which will include
written instruction and sometimes picture/video instruction) and discussion or assignment to be
submitted. Students will be given an Entry Skills Assessment in the first lesson and an Exit Skills
Assessment in the final lesson on the training unit.
Students will be able to earn points (both HP and gold points) in completing lessons and
be able to level up or train virtual pets within the game aspect of the Classcraft website. This
‘gamification’ has been found by researchers to be particularly engaging with this demographic
of students that will be targeted for this research media project (Classcraft, 2016; Deterding,
Dixon, Khaled, & Nacke, 2011; Dicery & Dicheva, 2017; Ryan, Rigby, & Przybylski, 2006).
Students will also be able to collaborate in teams or individually, if they wish, inside of the
Classcraft platform.
Project Terms
Brick-and-mortar schools. Another term to describe traditional school environment, as in
a school within a physical building and where students and teachers are not separated by time or
location.
Classroom Gamification. Uses game-theory and game design elements to engage and
motivates students to participate in lessons (Classcraft, 2016; Deterding, Dixon, Khaled, &
Nacke, 2011; Dicery & Dicheva, 2017; Ryan, Rigby, & Przybylski, 2006).
Distance Learning. The separation of student and teacher in physical spatial boundaries
and/or time (Perraton, 1988).District run. “District-run virtual programs (full and part-time)
typically comply with the same academic accountability measures in place for brick-and-mortar
district schools” (Locke, Ableidinger, Hassel, & Kebschull Barrett, 2014, p. 10)
EMO. Educational management organization. “For-profit education management
organizations (EMOs), such as K12, Connections Academy, and Advanced Academics, which
typically contract with school districts and charter school boards to provide management and
logistical support in areas such as software, course content, and teacher professional
development” (Locke, Ableidinger, Hassel, & Kebschull Barrett, 2014, p. 8; Watson, Murin,
Vashaw, Gemin, & Rapp, 2013).
Gamification. The process of using game thinking and game mechanics to engage users;
or integrating game dynamics into your site, service, community, content or campaign, in order
to drive participation; or is the use of game design elements in non-game contexts (Deterding,
Dixon, Khaled, & Nacke, 2011).
Online Learning. Education that uses the internet as a means of communication in which
both content and instruction are delivered (Moore & Kearsley, 2012, p. 2; Locke, Ableidinger,
Hassel, & Kebschull Barrett, 2014, p. 7).
Online School (Virtual School). “A public school that offers only instruction in which
students and teachers are separated by time and/or location, and interaction occurs via computers
and/or telecommunications technologies. A virtual [or online] school generally does not have a
physical facility that allows students to attend classes on site” (Glander, 2015, para.
2).Participation Metric. Measures the number of lessons marked complete for students relative
to how far along they are in the school year (Connections Academy, 2017, p. 1).
School Accountabilty. “The process of evaluating school performance on the basis of
student performance measures” (Figlio & Loeb, 2011, p. 384; Locke, Ableidinger, Hassel, &
Kebschull Barrett, 2014, p. 10).
State run. “State-run virtual schools—most of which primarily or exclusively enroll
students in individual courses rather than full-time programs—also are accountable to the state,
often through agencies or separate nonprofit organizations empowered or formed under state law
to run or oversee the schools” (Locke, Ableidinger, Hassel, & Kebschull Barrett, 2014, p. 10).
Student Participation (Participation). The extent to which students participate or involve
themselves in a class, course, etc. (Collins English Dictionary, n.d.).
Title 1 school. “Title I, Part A (Title I) of the Elementary and Secondary Education Act,
as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and
schools with high numbers or high percentages of children from low-income families to help
ensure that all children meet challenging state academic standards” (U.S. Department of
Education, 2015, para. 1).
Conclusion
From the promise of “self-paced aspect of computer-based educational system” (Hitlz &
Turoff, 1994, p. 190) to the actualization in over 400 virtual schools, the concept of online
education has come a long way. However, the question of ‘how can we do schooling online?’ has
now become the issue of ‘how can get students to engage in their classes online?’. Government
agencies and school districts have made significant progress in assuring online education
curriculum is at or above traditional school standards. But still, almost a third of the online high
school courses at Colorado Connections Academy are failed each year due a lack of participation
in lesson completion which can be derived from lack of proper training on what online schooling
entails, what participation in an online program requires, what basic computer skills are needed
to be successful in an online environment, and students’ lack of motivation to complete school
work. In this research media project, the focus is to create a curriculum for a 13 lesson training
unit to close this gap of instruction and the use of gamification to engage students in the material.
Chapter 2
Since the first fully online college (rumored to have been founded in 1976) and the first
virtual high schools opened in 1996-1997 (Locke, Ableidinger, Hassel, & Kebschull Barrett,
2014, p. 8), online education has had a boom in the most recent two decades. There are now over
“Twenty-eight states and the District of Columbia reported having one or more virtual schools
for a total of 478 virtual schools in the U.S. [reported] in 2013–14” (Glander, 2015, para. 3). As
stated beforehand, there has been a continual concern with these online schools in student pass
rates. However, it is not the curriculum that needs to be address but the student’s participation in
the said curriculum.
As most government officials and educators can agree, the curriculum used in online
schools are at or above educational standards with the continual new regulations to hold them
accountable, as represented in the regulations set by the state of Colorado:
Online schools are required to meet state and federal accountability requirements. The
state accountability program assigns every school in Colorado a plan type that indicates
its attainment on the four performance indicators: academic achievement; academic
growth; academic growth gaps; and postsecondary and workforce readiness (high school
only). Based on these performance indicators, a school is issued one of the following
plans: performance, improvement, priority improvement, or turnaround. Struggling
schools are issued priority improvement and turnaround plans and are subject to
additional scrutiny by CDE. (McGettrick, 2011, p. 2)
Moreover, online curriculum and schools also must adhere to school accountability requirements
that are mostly the same as brick-and-mortar reporting and oversight requirements (Locke,
Ableidinger, Hassel, & Kebschull Barrett, 2014, p. 10). They either adhere to accountability
measures at the district level or state level (Locke, Ableidinger, Hassel, & Kebschull Barrett,
2014, p. 10). Moreover, several agencies have published guides, standards, and requirements to
hold online schools accountable and at high standards.
The National Educational Association (NEA) published the Guide to Online High School
Courses (National Education Association, 2002) and the Guide to Teaching Online Course
(National Education Association, n.d.) to examine “what a quality online course consists of and
to outline specific standards for course content, instructional design, student assessment,
technology, and course evaluation and management” (Clark & Berge, 2011, p. 103). While in
2006, the Southern Regional Education Board (SREB) published the Standards for Quality
Online Courses and in 2010, the North American Council for Online Learning (NACOL)
published the National Standards of Quality of Online Courses (Clark & Berge, 2011, p. 103).
Adversely, that is now to say that online schools have not be held to scrutiny. There have
been many critical reports of online schools. However, these reports focused on academic
performance, such as test scores, learning growth, and graduation rates; financial health, the use
of school funding; and organizational compliance (Locke, Ableidinger, Hassel, & Kebschull
Barrett, 2014, p. 13), not on the curriculum itself. This has lead researches to look at other factors
that might be contributing to student fail rates as the curriculum is passing state and federal
expectations.
Problem Statement
With over 260,000 students enrolled in online schools across the country the issue of pass
rates is a widespread concern. At Colorado Connections Academy alone about 300 students
failed all or some of their classes and did not earn credit towards graduation, which is about 20-
30% of the school’s population (Colorado Connections Academy, 2018). And with the
curriculum and lessons not being the issue, as previously addressed, the remaining factor is
student participation in the material. An unknown factor is if the policy or metric in which
students and their families are being held accountable to can be addressed and modified. The
current policies does not disclose that the school requires approximately 20-25 lessons per week
to stay on track. Nor does the current policy warn students who do not keep up with their
participation, or lesson completion, that they run the risk of failing their classes based on not
completing all their school work by the end of the semester. As can be seen in the current policy
from the Connections Academy Student Handbook (2017):
Enrolled students are in one of three attendance statuses at all times:
1. On-Track
2. Approaching Alarm
3. Alarm
This status is based on several criteria, as outlined in the General School Handbook, and
is a combination of measures that indicate if a student is demonstrating adequate
participation and attendance in the program. This status incorporates the attendance hours
recorded by the Learning Coach, lesson and assignment completion rates, and the amount
of communication with the teacher. Even though a Learning Coach may record a high
number of instructional hours in the attendance records, if a student’s work completion
rates are not on track or if he/she fails to communicate on a regular basis with the teacher,
he/she will be placed in Alarm status. It is important to recognize that just marking proper
attendance will not keep a student’s attendance status On-Track.
When a student is in the Approaching Alarm status, he/she is in danger of being reported
for truancy in compliance with board policy. The school will work with the family to help
get the student’s attendance back on track through a variety of measures including but not
limited to setting weekly goals for lesson completion, contact with teachers, and
attendance hours. If these efforts fail the student will be escalated to Alarm status, which
could quickly lead to the student being reported for truancy. The Caretaker, as well as the
student’s local school district will be notified of the possible truancy. The school will
work with the student, caretaker, authorizer and local school district to create a plan for
student success.
As we can see, the policy does not state the number of lessons that need to be completed, only
that a system will identify if they are ‘on track’ or not. It does refer to another portion where
lesson completion is addressed, however, that portion to does not specify a specific number of
lessons that need to be completed. Also, families would have to look not only in another section
but in an entirely separate document to review how many hours are required by the state for
students to complete (Connections Academy, 2017, ColoCA @ Mapleton School Handbook
Supplement).
Likewise, the school’s truancy policy does not clearly state the school requirements for
lesson completion or participation. Only that students should do work at least once every four
days and should complete their work as assigned, which does not clarify much:
In order to avoid truancy, the Caretaker must ensure that the following activities
are taking place:
The student completes assigned lessons and assessments.
The student participates in educational activities for an appropriate number of
hours, as outlined in the Required Instructional Hours section (Section 3.4.2) of
this Supplement, and the Caretaker or Learning Coach records these attendance
hours in Connexus on a daily basis.
The student is available for regularly scheduled telephone calls with teachers.
The student attends any assigned mandatory LiveLesson® sessions.
The student is able to demonstrate that he/she is doing his/her own schoolwork.
The Caretaker or Learning Coach has communicated with the homeroom teacher
in advance if he or she needs to deviate from the regular school calendar (for
example, switching a vacation and school day).
If the students’ teachers become aware that the student is not fully participating in
school as outlined above, the student will be marked absent at the teacher’s
discretion. The principal or homeroom teacher may override the number of
attendance hours previously entered by a Learning Coach, changing the
attendance hours to a 0, if the student’s teacher(s) believe the student has not
participated as required. These absences will be considered “unexcused.”
According to Colorado state law, a “habitual truant” shall be defined as a student
of compulsory attendance age who has four (4) total days of unexcused absences
from public school in any one (1) month or ten (10) total days of unexcused
absences from public school during any school year. Absence due to suspension
or expulsion shall not be counted in the total of unexcused absences for purposes
of defining a student as a “habitual truant.” A plan shall be developed for a
student who is at risk of being declared habitually truant with the goal of assisting
the child to remain in school.
Additionally, there are no outline consequences if a student misses four or more days in a row.
Homeroom teachers are asked to obtain a doctor’s note from the Caretaker if a student misses
over three days of school, but then it is not collected by the school or recorded in any database. It
essentially is asked for, and then nothing is done with the note, or it is never collected, and no
one follows up.

Without this policy change, the only factor that can be addressed is increasing student
participation and engagement in the established state-approved curriculum to avoid increasing
failure rates due to lack of student activity. That is why a training unit needs to be put in place to
counter these ambiguous attendance and truancy policies to give students and families more
direction and guidance on the expectations of Colorado Connections Academy and online
schooling.
Purpose Statement
There have been many studies on pass rates and graduation rates of high school students,
some focusing on brick-and-mortar schools and some on online schools (Ritter, 2015; Swanson,
2001; Heckman & Lafontaine, 2010). However, what all their studies have in common is that the
graduation rate of high school students is unacceptably low and needs to be improved.
According to Miron & Gulosino, of the 400 or so online schools in a 2015 study, “the on-
time graduation rate (or four-year graduation rate) for full-time virtual schools was nearly half
the national average: 43.0% and 78.6%, respectively” (2015, p. iii). With the next year’s report,
Virtual Schools Report 2016: Directory and Performance Review, showed even a worse average
as the graduation rate for virtual schools dropped by 3% (Miron & Gulosino, 2016, p. 5):
The on-time graduation rate (or four-year graduation rate) for full-time virtual schools
and blended schools was half the national average: 40.6% for virtual schools, 37.4% for
blended schools, and 81.0% for the nation as a whole. The graduation rates for virtual
schools have worsened by 3 percentage points over the past few years, even as graduation
rates in the country have been improving about 1 percentage point each year. (Miron &
Gulosino, 2016, p. 5)
These graduation rates are not acceptable compared to the increase in graduation for brick-and-
mortar schooling.
As Ritter’s Factors Influencing High Schoo Graduation (2016) states, these poor
graduation rates could be related to several factors, that if identified and steps are made to better
these areas might increase the likelihood of on-time graduation. Ritter explains that once a
student fails a class, it creates a sort of domino effect in their high school academic career. As
stated, in the online setting it first starts with low lesson completion, and if the students cannot
complete their work on time, it inevitably leads the failure of the course. Continuing onto the
next stage in the ripple of “[s]tudents who fail one or more core courses OR accumulate fewer
credits than the number required for promotion to 10th grade are, at that point, off track for
graduation” (p. 3). Thus, one failed course now affects graduation cohort. Furthermore, once a
student dips below a 2.0 GPA, their graduation rate drops considerably more (p. 5-6). This is
particularly visible in the case of 9th-grade students, “students with a GPA of 2.0 or less at the
end of their first year of high school should be considered at risk for dropping out” (p. 6). Ritter
(2016) goes on to identify some of the primary influences on what students affects students
graduating, namely “high absenteeism; low GPA; having been retained one or more years in
school; having failed one or more classes in the freshman year; family characteristics; issues
related to poverty; school experiences; and being off-track to graduate on time” (p. 3). Now
some of these primary influences do not apply to online schooling directly as Ritter’s research is
directed at the traditional school setting, such as school experiences. Nevertheless, many of the
factors she has stated can be translated into the online environment. Moreover, if more
precautions are taken at the 9th-grade level, and trainings are introduced on how to avoid failure
of classes, this could increase the potential of passing classes, thus helping the graduation rate.
Educational Goal
Therefore, to address online student fail rates without a policy change several factors
need to be addressed to form a solution to this problem. Namely, that a training unit will be
created to cover what it takes to be a successful online learner, participation guidelines,
implement the motivational strategy of ‘gamification’ to promote student participation in lesson
completion (Deterding, Dixon, Khaled, & Nacke, 2011; Dichev & Dicheva, 2017; Ryan, Rigby,
& Przybylski, 2006), and review basic computer skills needed to be an online learner (Hiltz &
Turoff, 1994).
Curriculum Variables and Influencing Factors
As stated beforehand, student knowledge and student participation are the main variables
that will influence the training unit for 9th-grade students at Colorado Connections Academy.
Studies have found that the student demographics are a large majority of an average GPA, white,
and of middle-low income (Colorado Connections Academy, 2015; Miron & Gulosino, 2016), as
compared to the rest of the country.
As Miron & Gulosion (2016) discovered in their Virtual Schools Report 2016: Directory
and Performance Review that “close to 70% of the students in virtual schools were White-Non-
Hispanic, compared with the national mean of 49.8%” (p. 15).

Figure 2. Race/Ethnicity of Students, 2013-14. Race/Ethnicity of Students in Virtual Schools Compared with National Averages,
2013-14 as found in Virtual Schools Report 2016: Directory and Performance Review (Miron & Gulosino, 2016).
And even though the number of students in full-time online schools who “qualified for free or
reduced-price lunch (FRL) was 17 percentage points lower than the average in all public schools
in 2013-14: 33.1% compared to 49.9%” (p. 17) this does negatively affect online student
outcomes. “Of those virtual schools reporting data, 20% enrolled a higher percentage of FRL
students than the national average, while 80% of reporting schools indicated a lower percentage.
District virtual schools had more low-income students (33.8%) relative to virtual charter schools
(29.4%), and for-profit virtual schools had more low-income students (35.9%) than virtual
schools operated by nonprofit EMOs (28.2%)” (p. 17). Colorado Connections Academy is both a
district-run online school, and even though it is a for-profit EMO, it is a Title 1 school as well,
which identifies it as having a “high numbers or high percentages of children from low-income
families to help ensure that all children meet challenging state academic standards” (U.S.
Department of Education, 2015, para. 1).
This fact that Miron & Gulosion point out in their 2016 study is that “minority and low-
income families may have less access to technology may help to explain underrepresentation of
these groups, even though most virtual schools loan students computers” (p. 14). The same can
be said for the students who come to Colorado Connections Academy, some of the lower income
families either have no experience working on a computer because they have never owned a
personal computer, or they do not have a reliable internet source. This affects both the factors of
basic computer skills and participation requirements. Similarly, this demographic of students are
described by researchers as not academically high-achieving students, as shown by the
performance ratings previously discussed (Miron & Gulosino, 2015; Miron & Gulosino, 2016).
Lastly, with the inherent nature of the space and time differential of the learning
environment, the interaction between teacher and student in the online environment is extremely
important to the academic success of the student according to Cheawjindakarn,
Suwannatthachote, & Theeraroungchaisri (2012) and Arabasz & Bake (2003). Since in a fully
online environment there is no requirement to face-to-face interactions it presents a challenge to
address student’s needs (Cheawjindakarn et al., 2012; Arabasz & Bake, 2003). Therefore, we
must rely on training and communication to bridge the gap. This can only come through teaching
students on how to effectively communicate with teachers by using the communication tools
(phone, webmail, text, or LiveLesson) in order to keep effective interaction and collaboration
(Cheawjindakarn et al., 2012).
Student Needs Assessment
Gaps in learning.
The gaps in learning that need to be addressed are the student’s basic computer skills, as
described as vital concerns for 21-century learners by Vrkić Dimić & Rogić (2015) and Hiltz &
Turoff (1994). As well as the knowledge of the student participation expectation to stay ‘on
track’ with lesson completion. The understanding and navigation of the Course Management
System (CMS) and technical infrastructure (the delivery of the online learning structure) are also
very important, as noted by Cheawjindakarn et al. (2012) as students have more interactions with
the online learning system than its teachers and its ease of use and a student’s knowledge of its
features are essential to their success.
Educational need.
As previously stated, it is unknown if a policy change will come about with the school’s
current attendance and truancy policies. Or if a more clearly defined participation policy will
come into effect. With that in mind, an alternative plan will need to be in place to supplement
this area of need. Thus, the educational need is effective communication of online student
expectations. As Sherry explains in her Issues in Distance Learning (1995) article:
Learners must have a sense of ownership of the learning goals…the relevance of both the
medium and the message which it contains...[and the] ability to make something
meaningful out of the material presented. (p. 345)
Now even though this is relating to active learning in students’ lessons, the same concepts still
apply. If a student does not understand the significance or information presented in the school’s
policies, it will not have an importance or relevance to them.
Learning environment.
For the purpose of this research project, the learning environment will be identified as a
fully-online school. It is hosted by an educational management organization (EMO) (Locke,
Ableidinger, Hassel, & Kebschull Barrett, 2014, p. 8; Watson, Murin, Vashaw, Gemin, & Rapp,
2013) of Colorado Connections Academy with a course management system (CMS) called
Pearson Connexus. While being a district-run (Locke, Ableidinger, Hassel, & Kebschull Barrett,
2014, p. 10) public school, it is authorized by the school districts of Mapleton and Durango.
In this type of fully online or virtual environment, education of students is primarily
through the use of the internet as a means of communication in which both content and
instruction are delivered (Moore & Kearsley, 2012, p. 2; Locke, Ableidinger, Hassel, &
Kebschull Barrett, 2014, p. 7). And does not have a physical facility, or campus, that allows
students to attend classes on site (Glander, 2015, para. 2). Thus students and teachers are
separated in time and/or physical spatial boundaries (Perraton, 1988).
Characteristics of instructors.
According to Dimić & Rogić (2015), teachers should also have a readiness to develop
their computer skills, just like their students. In teaching in an online environment they should be
computer literate, if not computer savvy, to be able to handle questions regarding the course
management system, access, and navigation, and technical infrastructure, as noted by
Cheawjindakarn, Suwannatthachote, & Theeraroungchaisri (2012). This goes beyond just best
practice for teachers. Teachers computer literacy in an online environment affects teachers
primary responsibility, as stated by Lin (2012) of having students accomplish their learning
goals. If a teacher can't help students with the system, they can't help them with their school
work. Thus learning the basic computer skills would help teachers be able to communicate with
students and be able to explain the situation in terminology that would make sense to the student
(Sherry, 1995, p. 346).
Learner analysis.
In following the guidance of Ritter's report (2015) in that 9th-grade is the most vital year
to support students in passing their classes to set them up for success in years to come, the target
group of this research project is new-incoming 9th-grade students. In that "approximately one-
third of the nation's recent high school dropouts never were promoted beyond ninth grade" (p. 5).
Moreover, beyond several suggestions on what could be the cause of the importance of the 9th-
grade year (noting moving to a new school, having to make new friends, life-changes, etc.) Ritter
reports that the "strongest evidence...finds inadequate preparation of high school and the
organization itself of high schools" is the leading cause of ninth grade turmoil (p. 5). This factor
and the statistical fact that 9th-grade tends to be the largest class within high schools with the
most new-incoming students (Miron & Gulosino, 2015), focusing a training unit on the 9th-grade
year is the most logical conclusion.
Application Context
As addressed previously, in the research project training unit several factors will be
addressed in order to help students increase their participation to positively affect their pass rates.
They are to gain knowledge of how to be a successful online learner, what are the participation
guidelines set by the school, reviewing basic computer skills, and then in order to motivate them
through the trainings the implementation of gamification as an engagement tool.
Basic computer skills are the foundation of this whole endeavor. The goal in the area of
computer skills is like that of Vrkić Dimić & Rogić (2015) “to enable [students] to
systematically understand the basics of this technology, to build the foundations for its
productive use in everyday life and learning and to open the way for competitiveness in the
labour market” (p. 28). The basics of technology being: logging into websites, creating Microsoft
Office documents (such as Word, Excel, and PowerPoint), naming digital documents, creating
folders on their computer, sending emails, adding attachments to emails, and basic website
navigation. In order to “enable [students] to learn independently in the broader idea of lifelong
learning, and thus easier adapt to changes of jobs” (p. 28). Hiltz & Turoff (1994) identified basic
computer skills as vital, even in 1978, that “producing ‘computer literacy’ at an early age should
be seen as a fundamental goal of education for the generation who will live and work in the
twenty-first century” (p. 191).
But besides basic computer skills, there is one other important factor that is the most vital
of all. In order for students to engage in the trainings they need to be active learners in the
material. That means, by Sherry's report (1995) that the students need to perceive the "relevance
of the medium and the message which it contains" and "the ability to make something
meaningful out of the material presented" (p. 345). It also needs to communicate to them on a
level which they want to be communicated with (p. 346). That leads us to the final point of the
motivational strategy of gamification.
According to Gamifying Education: what is known, what is believed and what remains
uncertain: a critical review, Gamification can be defined a number of different ways by
researchers and educators (Dichev & Dicheva, 2017). For our purposes, we will think of
gamification as the process of using game thinking and game mechanics to engage users in order
to drive participation in non-game contexts (Dichev & Dicheva, 2017; Deterding, Dixon, Khaled,
& Nacke, 2011). In other words, "gamification in education is an approach for encouraging
learners' motivations and engagement by incorporating fame design principles in the learning
environment" (Dichev & Dicheva, 2017).
With that said, researchers have not been able to agree if gamification in the classroom
helps students achieve their learning goals or if it is a helpful engagement tool. In Dichev's &
Dicheva's critical review, they noted that "gamification is a psychologically driven approach
targeting motivation--the desire and willingness to do something...while the majority of the
[studies they reviewed did] analyze specific educational effects...their focus is aside from
motivation" (p. 26). By motivation, the researchers meant grades, attendance, and so on (p. 26).
Thus in their review, they were unable to come to a conclusion.
Likewise, Squire (2005) claims that gamification is not the 'silver bullet' of motivating
students. He notes that the challenge is changing the culture of schools to be organized around
learning instead of the current form of social control (p. 5). However, as Squire reported, his
school environment was that of a traditional brick-and-mortar environment, not that of an online
environment already dedicated to the use of multi-media and some forms of gameplay.
Additionally, Squire also reports that 25% of students loved playing the game he centered his
instruction around (p. 2). But with a pairing of students who are already engaged in a computer
lead environment with a much more updated video game role-playing game (RPG) gamification
could be much more effective in online education.
As said by Borup, Stevens, & Waters (2015) the influencing factors of getting students to
participate in the instructional plan and reaching the prescribed goals will be in students’
perceptions of engagement (Dichev & Dicheva, 2017; Lin, 2012; Ryan, Rigby, & Przybylski,
2006) and perceptions of online participation (Cheawjindakarn, Suwannatthachote, &
Theeraroungchaisri, 2012; Dimić & Rogić, 2015). It is these two factors specifically identified
with 9th grade new-incoming online students that will matter. More to the point, the internet is
the largest grouping of gamers and gameplay (Dichev & Dicheva, 2017, p. 2) so we can
hypothesize that it can translate to online education, and students have to make a choice to come
to Colorado Connections Academy, rather than be filtered in.
Conclusion
Though the motivational strategy of gamification is not yet confirmed or rejected by
researchers as the most effective motivational tool the research project moving forward has a
firm foundation in meeting the needs of online students by increasing their participation in order
to improve their pass rates. Focusing on 9th-grade students will cover the critical starting year of
their high school career. Giving them training on how the school works and what is participation
will better prepare them for success to pass their classes. While brushing up on their basic
computer skills will not only make them better online learners it will also help prepare them for
the 21st-century workforce. All of these factors in place will move students towards their
educational goal, and the school's goal in increasing online students pass rates.
Chapter 3
For this project, a thirteen lesson original curriculum training unit has been created for
enrolling 9th grade students who are new to online schooling or new to Colorado Connections
Academy in general. The educational goal of this curriculum is to train students on what online
schooling entails, what participation in an online program requires, what basic computer skills
are needed to be successful in an online environment, and engages student’s in the use of
gamification to encourage participation through the lessons. With that said, it is important that
any curriculum that is teaching students how to become successful online learners is also present
in an online format to have the students begin to understand the general presentation of
educational material in this environment. Thus this unit has been created and will be presented
on the Classcraft website’s platform. Using the Classcraft site was chosen for a number of
reasons, but namely for the fact that it is an online classroom management system with school-
related components already built in, while also having a procreated gamified site layout to
encourage student motivation. Moreover, with Classcraft’s newest feature, “Quests,” lessons can
now be created within this virtual platform and accessed by students and teachers alike no matter
their spatial or time difference. Thus mimicking the learning platform of online education.
What is included in this curriculum is thirteen lessons called “Quests” on the Classcraft
platform in a virtual ‘world’ created for this project called “Academia” (see Appendix B for
screenshots). The unit uses a mix of Madeline Hunter’s Direct Instruction methodology (Silver,
Strong, & Perini, 2009) with the New American Lecture methodology (Silver, Strong, & Perini,
2009) for most lessons as students will be completing these lesson online, at home, and at their
own pace, just like they would for online schooling. The decision to use the Direct Instruction
methodology was mainly decided on because of the proximity restraints between students and
their instructors in this online environment. We will not be having this lesson in real time, so the
need to select a method where students can be self-directed but still receive the instruction
needed to complete the objective. The virtual world of Academia is likewise is a self-contained
online environment, like the school’s website, so students accessing the lessons will have fewer
distractions from other sources and will be able to follow along the quest journey easily.
Each lesson contains a story element, a task element, and then an assignment or
discussion element. The story element of each lesson functions as the introduction to the lesson,
informing students on what they will be learning or how it relates to other pieces of the student’s
journey in the virtual land of Academia. The task element is the lesson content, usually including
both text and a YouTube video, describing what the student is to learn or create and presents it in
both an auditory and visual way. The last element of each lesson is the assignment, or discussion,
component is the formative assessment checkpoint from lesson to lesson. The assignment can be
a quick quiz, a creation submission (document or picture), or discussion thread, to ask or answer
questions from the teacher or other students. When students complete these assessments or
discussions, it earns them points or gold as a reward to be used in the site, and works as a
motivation system to participate in the lessons and to do so in a timely manner. The quest or
lesson journey is as follows: 1) Getting Started: Let’s See What You Know (with Pre-Test), 2)
Getting Started: Setting Up, 3) Basic Training: Computer Skills, 4) Basic Training- Formatting
Word Documents, 5) Intermediate Training: Webmail & Contacting Teachers, 6) Intermediate
Training: Message Board, 7) Advanced Training: Finding Your Lessons, 8) Advanced Training:
Grade Book & Weights, 9) Expert Training: Lesson Completion & Attendance, 10) Expert
Training: Escalation & Truancy, 11) Specialist Training: Participation, 12) Specialist Training:
Time Management, 13) A Warrior’s Promise (with Post-Test)(see Appendix B for screenshot).
Lastly, this unit will begin and end with a pre- and post- summative assessment to
determine the validity of the lessons and if the design of the project was beneficial to the students
in setting them up for success in the online environment. These assessments are the same and
will be presented to students as a Google Form. They will test students on what they know at the
beginning of the unit when their prior knowledge will most likely be close to zero. And then
again at the end of the unit, after they have gone over all the presented material covering what is
in the assessment. These assessments will focus on the key information students need to be
successful online learners at Colorado Connections Academy and help them to better understand
the participation requirements to help increase their likelihood of completing their class, thus
increasing the school’s course pass rates.

Lesson #1
Lesson title: Getting Started- Let’s See What You Know!
Introduction/Purpose
 Brief description of the lesson: This lesson is geared to evaluating what students know
before they begin the training unit by administering an Entry Skills Assessment and a
Pretest Assessment. The Pretest will be used to determine the student’s growth while
engaged in the training unit.
 Information needed for the successful delivery of the content: Students will need to be
at home and have their computer, access to internet (for Classcraft website and Google
Forms), and a pen/paper (if desired).
Objectives
 At the end of the lesson, at least 80% of the new online students will complete both the
Entry Skills Assessment and the Pretest Assessment using flexible pacing.
Standards: Content Area- Reading, Writing, and Communicating

 Standard: 4. Research and Reasoning
 Concepts and skills students’ master: 2. Effective problem-solving strategies require
high-quality reasoning
 Evidence Outcomes: c. Implement a purposeful and articulated process to solve a
problem
Teaching timeline for the lesson: Students will be completing this lesson at their own pace at
home.
Teaching strategies:
 Anticipatory Set: Story- “Before we begin you on your path to become a warrior of
Academia, we first need to see where your skill level lies. Come, let us see what you
know!”
 State Lesson Objectives: “To assess what you know there are two links below. The first
is a Entry Skills assessment. This is to get an idea of where you basic computer skills are
at…The second link is a Pretest on important information about our school's program and
where to find key components to Connexus that you will be using on a day to day basis.”
 Input: Instructions: “Now for this assessment there are no wrong answers, so just do your
best and answer the questions as best as you can. Here is the link to the Entry Skills
assessment: https://goo.gl/forms/LzS1iKMAgMXNX3n73... As you are a new student
you are not expected to know these answers yet. Our expectation from you taking the
assessment is just to expose you to the information. It will also be the most important
information you will be learning in the following course. So please do your best and not
stress. It is not for a grade, but it is important to read the information fully, including the
answer feedback. Here is the link to the Pretest assessment:
https://goo.gl/forms/Ai9kVOvZQbmrSGjH3”
 Checking for Understanding: This will be obtained through Assignment and Discussion
post, as students will not be completing this lesson with me in real time.
 Closure: “If you have any problems with the assessments please use the discussion
message board on the next page. Also, feel free to post any questions or concerns
regarding the assessments to the discussion board for teachers or fellow students to
respond to.”
Materials and technology

 Classcraft Website: https://www.classcraft.com/
 Google Form Entry Skills Assessment: https://goo.gl/forms/LzS1iKMAgMXNX3n73
 Typing Test Website: https://www.typingtest.com/
 Google Form Pretest Assessment: https://goo.gl/forms/Ai9kVOvZQbmrSGjH3
Homework (N/A)
Formative Assessments
 Google Form Entry Skills Assessment
Summative Assessment
 Google Form Pretest Assessment
Additional resources/helps/information for the instructor

 Classcraft Demo Account Log In: edstudent
 Classcraft Demo Account Password: ccumaci
 Lesson located under “Quests” then “Academia” named “Getting Started”
 Lesson and Assessment screenshots located in Appendix C
References
 Classcraft Studios. (n.d.). Classcraft. Retrieved October 13, 2017, from
https://www.classcraft.com/
 TypingMaster. (n.d.). Test your typing speed in 60 seconds. Retrieved October 17, 2017,
from https://www.typingtest.com/
Lesson #2
Lesson title: Getting Started- Setting Up
 Brief description of the lesson: This lesson focuses on setting up a desk space for new
online learners. The students will watch a video on the science behind how to set up their
desk space, will go over an example desk (before and after) getting it ready for
productivity, and set up their own space at home to prepare for the school year, as well
as, reflect on why setting up a space at home will be beneficial to their learning.
at home and have their computer, access to internet (for Classcraft website and YouTube
video), pen/paper (if desired), and whatever they will need to set up their study space (for
example: desk, desk chair, notebook, pens/pencils/highlighters, etc.).
Objectives
 At the end of the lesson, at least 80% of the new online students will create a study space
in their home using the guidelines from the example and video provided.

 Standard: 1 Oral Expression and Listening
 Concepts and skills students’ master: 2. Listening critically to comprehend a speaker’s
message requires mental and physical strategies to direct and maintain attention
Standards may be included here but are not required.
 Evidence Outcomes: b. Follow the speaker’s arguments as they develop; take notes when
appropriate
home.
 Anticipatory Set: Story- “Before beginning our training to be online warriors we must
first prepare our workspace and tools. You can't go into battle without a weapon. As you
can't start online learning without a computer and workspace.”
 State Lesson Objectives: “For this task, we are going to have you set up a productive
study/workspace with your computer. This might seem like a silly place to start, however,
this is where you will be working each day of the school year. It is important to have
somewhere comfortable and consistent to work.”
 Input: YouTube video provided “How to set up your study space: Science of study #1”.
Instructions: Please watch the video "How to set up your study Space: Science of study
#1" below to help guide you on how to set up your at home study space. Some things to
think about while watching the video are:
o Where will you set up your space in your home?
o What items will you include in your space?
o If you already have a study space at home, what distractions or unneeded items
should you remove from your space?
 Modeling: “Before” and “After” pictures of my desk at home along with a list of how the
pictures differ based on instructions from the video. Instructions: Now that you have
watched the video, below you will see a picture of my desk at home. What are some of
the differences you see from the "Before" picture to the "After" picture?
o Some of the differences you might have noticed:
 I removed the clutter of papers on the left hand side of the desk. They
were unneeded and took up too much on this already small desk.
 I removed the book "King's Cage" from the desk entirely. As much as it is
a very interesting read, it is a distraction from my work.
 I moved my soda from the bottom right of my desk to the top right. Where
it was originally placed was exactly where my hand would be going back
and forth with my mouse. A prime place to accidentally knock it over.
 I moved my headset off my laptop and over to the left to get it out of my
working space and somewhere it wouldn't bother me when I'm not using
it.
o Additionally, some key items I left in my desk space are:
 My desk organizer (on the right) for my highlighters, desk supplies, note
pads, etc. I keep items here that I use on a regular basis and like to keep in
easy reach.
 A note pad on my desk with a pen. So when I have a call or task come up,
I can readily take down any notes.
 My "positivity rock" (underneath my second monitor screen) and
motivational postcard (top right on the bulletin board). These both serve as
daily reminders for me on what to focus on and what is important. They
also just make me happy when I look at them.
 Practice: Students will submit a picture of their study space at home using the guidelines
provided in the video as well as the example pictures. Instructions: “Now that you have
both watched the video on how to set up a study space at home and seen how I set up my
desk for work, please use these guidelines to set up your own study/workspace in your
home. Then take a picture of your space and submit it on the Assignment page.”
 Closure: Students will write a reflection on what they learned and how they applied what
they learned. Instructions: “On the Discussion page, please write a 2-5 sentence reflection
on what you included in your study space and why? As well as, how you think your study
space will help you in the new school year?”

 YouTube video “How to set up your study space: Science of study #1”:
https://youtu.be/i1UdDA_T_04
Homework (N/A)
 Project Assignment: Picture submission.
 Discussion: Reflection post.

 Lesson and Assessment screenshots located in Appendix D
References
 Moate, M. (2016, April 15). How to set up your study space: Science of study #1 [Video
file]. Retrieved from https://youtu.be/i1UdDA_T_04
Lesson #3
Lesson title: Basic Training- Computer Skills
 Brief description of the lesson: In this lesson we will be focusing on the basic computer
skills each student at an online school will use on a daily basis. Namely: creating a folder
on their computer to stay organized, creating and naming a document, and how to take a
screenshot of their computer.
video), pen/paper (if desired), as well as Microsoft Word downloaded onto their
computer.
Objectives
 At the end of the lesson, at least 80% of the new online students will appropriately create
a folder, name a document, and successfully take a screenshot using the guidelines
presented in the video tutorials.

appropriate
home.
 Anticipatory Set: Story- “I see you are now ready to begin your training! Well done! As
warriors of Academia we need to have the basic skills of working on a computer each
day. That includes: creating folders, saving/naming files, and taking a screenshot. Let us
begin today's task!”
 State Lesson Objectives: “For today's task, you are to complete 3 items: create a folder
on your computer, create & name a document, and take a screenshot.”
 Input: Instructions: “You will first need to create a folder on your computer's desktop,
naming it "Academia". This skill will help you keep all of your different classes' work
organized. Please watch the video below on how to create and name a folder. (SIDE
NOTE: In the future, it is suggested that you make one folder per class, such as: English,
Math, Science, Social Studies, etc.). You will then create a Word document and name it
"Academia Warrior 1st Class" then save it in the "Academia" folder you created on your
desktop. This skill will not only help you keep all of your different classes' work
separated and organized but it will also put all of your work in a place you will
remember. Please watch the video below on how to create and name a Word document.
(SIDE NOTE: It is important to give all your files unique names so you can readily tell
them apart. This will keep you from accidentally submitting the wrong document in
class.) You will then create a Word document and name it "Academia Warrior 1st Class"
then save it in the "Academia" folder you created on your desktop. This skill will not
only help you keep all of your different classes' work separated and organized but it will
also put all of your work in a place you will remember. Please watch the video below on
how to create and name a Word document. (SIDE NOTE: It is important to give all your
files unique names so you can readily tell them apart. This will keep you from
accidentally submitting the wrong document in class.)”
 Modeling: Will be provided by the YouTube videos imbedded in the lesson and by the
example screenshot of what the end product should look like.
 Practice: Students will submit a screenshot of their created folder and document using
the guidelines provided in the video as well as the example pictures.
 Closure: “When you are all done your screenshot should look something like
this” (with example shown).

 YouTube video: “Create a Desktop Folder” https://youtu.be/qJrwgWHmHlE
 YouTube video: “How to Save a Document in a Computer : Basic Computer Operations”
https://youtu.be/34g15w1-BUU
 YouTube video: “How to take a Screenshot!!! - How to do a Screenshot on Windows 7 -
Free & Easy” https://youtu.be/h6hE9_9OlQo
Homework (N/A)
 Project Assignment: Screenshot submission.


 Lesson and Assessment screenshots located in the Appendix E
References
 Duvall, L. (2016, December 5). Create a desktop folder [Video file]. Retrieved from
https://youtu.be/qJrwgWHmHlE
 eHow Tech. (2016, April 15). How to save a document in a computer: Basic computer
operations [Video file]. Retrieved from https://youtu.be/34g15w1-BUU
 Nichscomputerfix. (2015, February 9). How to take a screenshot!!! - How to do a
screenshot on Windows 7 - free & easy [Video file]. Retrieved from
https://youtu.be/h6hE9_9OlQo
Lesson #4
Lesson title: Basic Training- Formatting Word Documents
 Brief description of the lesson: In this lesson students will learn how to format Word
Documents into MLA format. This will be important as it is a requirement across courses
that students submit work in this format, as well as helping students avoid plagiarism by
following the formatting and citation regulations.
video), pen/paper (if desired), and Microsoft Word on their computer.
Objectives
 At the end of the lesson, 80% of the new online students will create a MLA formatted
Word Document using the directions presented in the video tutorial.

appropriate
home.
 Anticipatory Set: Story- “Wonderful job moving onto the next step in your
training! You are making great progress. Let us further develop your warrior
skills before moving you onto more intermediate level assignments. ”
 State Lesson Objectives: “For this task, we are going to have you format a document in
MLA (the preferred format for academic assignments).”
 Input: Instructions: “Now that you know how to create a folder, create a Word document,
and name them accordingly, we need to learn how to properly format your documents to
follow MLA style. Below is a step by step tutorial on how to format a Word document in
MLA.”
 Modeling: Presented by YouTube tutorial video. Instructions: “For the assignment,

please watch the tutorial and then open the "Academic Warrior 1st Class" document and
add:
o MLA Format: Times New Roman, 12 point font, double spaced
o MLA Header: Your Name, Teacher's Name (Mrs. Maddock), Class Name
(Classcraft), and Date (Day Month Year)
o MLA page number with your last name
o MLA Title: Academia Warrior 1st Class”
 Closure: “Then submit the document to the Assignment page.”

 YouTube video: “MLA Style Essay Format - Word Tutorial”
https://youtu.be/22CPQoLE4U0
Homework (N/A)
 Project Assignment: MLA formatted Word Document submission.

 Lesson and Assessment screenshots located in the Appendix F
References
 Taylor, D. (2011, January 10). MLA style essay format - Word tutorial [Video file].
Retrieved from https://youtu.be/22CPQoLE4U0
Lesson #5
Lesson title: Intermediate Training- Webmail & Contacting Teachers
 Brief description of the lesson: This lesson will focus on all the ways students can
contact teachers, but namely focusing on webmail (Connections Academy’s internal
email system). They will also practice writing a letter style email to a teacher to properly
address them and introduce themselves.
at home and have their computer, access to internet (for Classcraft website and Connexus
website), and pen/paper (if desired).
Objectives
 At the end of the lesson, 80% of the new online students will discover the different ways
they can contact their teachers while creating a webmail to introduce themselves to their
teachers.

appropriate
home.
 Anticipatory Set: Story- “You now have all the computer skills you need to get you
through most every day activities in our online environment. Now is the time to start
honing the skills you learned and applying them in the realm of Connexus!”
 State Lesson Objectives: “For this task, we are going to go through how to find your
teacher's contact information and how to send them a webmail.”
 Input: Instructions: “On your Connexus Homepage you will notice on the right-hand side
all of your means to receive contact from your teachers and contact your teachers are
housed. Your Webmail: This is where you can read messages from your teachers and
classmates and send them messages as well.
o Teacher's Webmail: This is another way to send your teacher a message or

question.
o Teacher's Phone Number: Your teacher's direct office phone number.
o Teacher's Contact Information: This Data View houses all the ways to contacting
that particular teacher and their work information. Such as: Webmail link,
LiveLesson link, Office Hour information, LiveLesson class time, etc.
o Teacher's LiveLesson Room Link: Another way to get into your teacher's
LiveLesson room for their class' lesson.”
 Modeling: Instructions: “Below is a screen shot of what your Webmail looks like.”
 Practice: “For this task, send your teachers a webmail introducing yourself. This will be a
great way to one- practice sending your teachers a message, and two- to start off on the
right foot with your teachers. It's never to early to start forming relationships with your
teachers. They will be your greatest asset!”
 Closure: “Once you have sent your teachers the webmail submit a screenshot of the sent
message, for example: Hi Teachers, I just wanted to introduce myself as your new student
this year and say I'm looking forward to learning from you. Sincerely, Your Name”

 Connexus Website: https://www.connexus.com/
Homework (N/A)
 Project Assignment: Webmail screenshot.

 Lesson and Assessment screenshots located in Appendix G
References
Lesson #6
Lesson title: Intermediate Training- Message Boards
 Brief description of the lesson: This lesson will be focusing on the school’s Message
Boards. The Message Board is an essential feature for student’s success as it houses
teacher’s contact information, grade recovery policy, helpful resources, lesson
recordings, templates, etc. The lesson will be a kind of “Easter Egg Hunt” where students
are instructed to find their teacher’s grade recovery policy to demonstrate they know how
to navigate their teacher’s boards.
Objectives
 At the end of the lesson, 80% of the new online students will find and demonstrate where
they found their teacher’s grade recovery policy by documenting its location in our
previously created Word Document.

appropriate
home.
 Anticipatory Set: Story- “Oh ho ho! Look at you go! You have become quite the master
of the Connexus realm. Let us see how you handle this next challenge. It is the holy grail
of information. Tis' known as... the Message Board.”
 State Lesson Objectives: “This is one of the MOST useful tools you will have in
Connexus to help you in your lessons, assignments, and more. The Message Board is also
one of the tools that students forget to use the most. PLEASE take advantage of the
resources your teachers provide to you. Each of your classes will have a Message Board.
MOST of your questions, while going through your lessons, can usually be found here,
especially in regard to portfolio items.”
 Input: Instructions: “For this task, find each of your teacher's Grade Recovery Policies
on their Message Boards.”
 Closure: “In the "Academia Warrior 1st Class" which should be in MLA format, list your
teacher's name and where you found their policy on their Message Board. Then upload
the Word document to the assignment page.”

Homework (N/A)
 Document Submission: Resubmit “Academia Warrior 1st Class” Document with
additional information on where they found their teaches grade recovery policy on their
Message Board.

 Lesson and Assessment screenshots located in Appendix H
References
Lesson #7
Lesson title: Advanced Training- Finding Your Lessons
 Brief description of the lesson: In this lesson students will be guided through the
Connexus website and instructed on all the areas they can access their lessons. This is
especially important as not being able to find a student’s lesson is one of the number one
reasons why a student might start off on the wrong foot coming into our school as a new
student.
Objectives
 At the end of the lesson, 80% of the new online students will be able to identify 2 out of
the 3 areas in which they can access their lessons.

appropriate
home.
 Anticipatory Set: Story- “You are progressing right along! Well done! Now that we know
where extra resources and weapons can be found on the Message Board, let us now see
where you will be honorably battling the great beast of Knowledge!”
 State Lesson Objectives: “There are 3 ways you can get to your lessons: 1- Your
Homepage, 2- Your Planner, 3- Your Gradebook.”
 Input: Instructions: “For this task, take a screenshot of a lesson marked as complete. To
do this you will need to find a lesson, complete it, and mark it as complete.”
 Modeling: Instructions: “So how do you mark lessons as complete? Here is a quick video
explaining how: https://ww2.livelesson.com/p2ncv9qs5r8/”

Homework (N/A)
 Project Submission: Screenshot submission of lesson marked complete.

 Lesson and Assessment screenshots located in Appendix I
References
Lesson #8
Lesson title: Advanced Training- Grade Book & Weights
 Brief description of the lesson: This lesson will be focusing on explaining the grade
book and weights within the grade book. The lesson will review the importance of some
assignments over others and the passing score for the school.
Objectives
 At the end of the lesson, 80% of the new online students will review their gradebook and
create a screenshot of a completed assignment.

appropriate
home.
 Anticipatory Set: Story- “Young grasshopper, you have exceeded my expectations! You
have battled the beast of Knowledge and have received the green check mark of
conquest! Now is the time to see what your hard earned effort has reaped.”
 State Lesson Objectives: “In your Grade Book you can find your score in the class, what
assignments you have completed, what assignments you have coming up, and you can
see all grading and comments for each assignment.”
 Input: Instructions: “On the first page of the Grade Book you can see an overview of all
your classes with your score, grade, lesson completion, and the name of the teacher for
the class. Please note 70% is passing at our school. So anything under 70% will not earn
you high school credit in the class and will not help you move onto the next grade level.
Additionally, not all assignments are created equal! Different assignments have different
weights in different classes. When you click on a class you can see not only your grades
for the class but also which assignments have more importance than the others.”
 Modeling: By using screenshot of website’s grade book.
 Closure: “For this task, submit a screenshot of your completed assignment from the
lesson you completed.”

Homework (N/A)
 Project Submission: Screenshot of completed assessment.

 Lesson and Assessment screenshots located in Appendix J
References
Lesson #9
Lesson title: Advanced Training- Lesson Completion & Attendance
 Brief description of the lesson: This lesson will be focusing on explaining the
attendance policy, requirements, and how lesson completion is incorporated into
attendance.
Objectives
 At the end of the lesson, 80% of the new online students will review their gradebook and
create a screenshot of a completed assignment.

appropriate
home.
 Anticipatory Set: Story- “You have overcome many challenges to get to this point. You
have shown your might as a warrior, and now we are taking it up a notch! Prepare
yourself as we begin to bridge the gap between what you know and what you are
expected to learn in relation to Lesson Completion and Attendance.”
 State Lesson Objectives: “When we last discussed the Grade Book, their was one aspect
that we did not go into detail about. That is the Lesson Completion column. This is very
important to not only because it indicates how much of the class you have completed, but
also this column indicates to you if you are behind in the class.”
 Input: Instructions: “Each week you should be completing about 25+ lessons and
increasing your overall lesson completion by about 5-6%. Teachers will continually
update you on what lesson completion you should be at by Friday of that week.
Additionally, most teachers will also have a Lesson Completion Chart on their Message
Boards. But why is all this information important you might ask? Well, when you were in
traditional school how did you participate in class? Did it look something like this...
(watch video below).”
 Modeling: Presented in YouTube video.
 Closure: “This Lesson Completion also ties in with your Attendance. As high school
students, you are expected to work an average of 30 hours per week, according to the
state of Colorado. It is important that you keep up both with lessons and attendance as
neglecting these aspects can be very problematic for you. As we will discuss in our next
training. For today's task, please answer the following 2 question quiz.”

 YouTube video: “Class Participation” https://youtu.be/0kRzYB0NWBk
Homework (N/A)
 Quiz Assessment: https://goo.gl/forms/GHe7g801ERF8iTs42

 Lesson and Assessment screenshots located in Appendix K
References
 Story, Inc. (2016, May 23). Class Participation [Video file]. Retrieved from
https://youtu.be/0kRzYB0NWBk
Lesson #10
Lesson title: Expert Training- Escalation & Truancy
 Brief description of the lesson: This lesson focuses on reading and taking notes on
information regarding escalation and truancy at our school. Students will be reminded
about the expectations regarding lesson completion and attendance (from a previous
lesson) and then asked to read the provided document on escalation. After reading the
document students are then provided with the note taking method of window notes to jot
down facts, feelings, questions, and ideas regarding their reading. An example is then
provided to model how this can be done. Students are then instructed to create another
window note on the reading selection from the student handbook. Both window notes
will then be submitted to the assignment page with a final reminder to keep these notes
for future reference in the unit.
at home and have their computer, access to internet (for Classcraft website and document
attachements) and their “Academic Warrior 1st Class” Word document.
 Purpose: In traditional schools, a student goes to a physical classroom to be counted as

present and attending school. If they continually miss school they become truant as they
are missing instruction time which is important to passing their classes and understanding
the material. However, our students do not have a physical building to go to to show their
attendance. Thus completing their lessons, logging their attendance hours, and speaking
with their teachers fulfills this requirement. Moreover, our students need to understand
these requirements if they are to be successful at our school and avoid disciplinary action
in failing to show proper attendance, etc.
Objectives
 At the end of the lesson, 80% of the new online students will create two window notes
tables on escalation and truancy.
 Content Area: Reading, Writing, and Communicating
o Standard: 2. Reading for All Purposes
o Concepts and skills students’ master: 2. Increasingly complex informational texts
require mature interpretation and study
o Evidence Outcomes: e. Use flexible reading and note-taking strategies (outlining,
mapping systems, skimming, scanning, key word search) to organize information
and make connections within and across informational texts
home.
Teaching strategy:
 Anticipatory Set: Story- “Now that you understand the requirements of being a Warrior
of Academia in the realm of Connexus, let us talk of the darkness that sometimes fills the
land. Known as Alarms, Escalation, & Truancy.”
 State Lesson Objectives: “As mentioned before, it is a requirement of the school that
students complete 25+ lessons per week and about 30 hours of attendance. If students
continue to miss these milestones they fall into Approaching Alarm and Alarm which is
part of our Escalation monitoring system within Connexus.
Below is an attachment, called "Escalation Information," explaining the different kinds of
Alarms in Conneuxs, such as: Contacts, Lessons, Attendance, Assessments, Vacation,
and the most important, Participation. Participation is the hardest alarm to get out of and
the one that most often leads to Truancy and student Withdrawal from the school.
Now, you should still have your "Academic Warrior 1st Class" Word document on your
computer's desktop. If you do not, here is a link to a Word document that you may
download for this activity:
https://drive.google.com/file/d/1frUbb6eMcZuIP5nseo8w5vYomKmpDjBK/view?usp=s
haring
What I would like for you to do is read the attached "Escalation Information" document
and then create a table in your "Academic Warrior 1st Class" Word document to write out
some Window Notes regarding your reading.”
 Input: “Here is what Window Notes look like: (again the link above has the table already
made if you would like to copy and paste it into your own document).” Window Note
image provided in lesson, copy included in Appendix.
 Modeling: “Here is an example on Window Notes regarding escalation and alarms.
Please refer to this if you are confused, but do not copy it as this exercise is meant to help
you in your own understanding of escalation.” Modeled example included in Appendix.
 Checking for Understanding: This will be obtained through Assignment submission, as
students will not be completing this lesson with me in real time.
 Practice: Students will submit their "Academic Warrior 1st Class" Word document
including the two window notes on escalation and truancy using the example provided in
the lesson. Instructions: “Once you have created your Window Notes for the "Escalation
Information" document, I would like you to do the same in the “Academic Warrior 1st
Class” Word document for pages 12-14 of the Student Handbook on "4.3 Attendance
Status and Escalation Systems" and "4.4 Truancy" (both attached below). Then submit
them in the Assignment Page.”
 Closure: Instructions: “Something to pay particular attention to is page 13, in order to
avoid truancy a student needs to:
o Complete assigned lessons and assessments.
o Participate in educational activities for an appropriate number of hours, as
outlined in the Required Instructional Hours section (Section 3.4.2) of this
Supplement, and the Caretaker or Learning Coach records these attendance hours
in Connexus on a daily basis.
o Be available for regularly scheduled telephone calls with teachers.
o Attend any assigned mandatory LiveLesson® sessions (NOTE: most LiveLessons
are not mandatory)
o Be able to demonstrate that he/she is doing his/her own schoolwork.
Be sure to keep your notes! You will need them for your next lesson on Participation!”

 "Academic Warrior 1st Class" Word document:
https://drive.google.com/file/d/1frUbb6eMcZuIP5nseo8w5vYomKmpDjBK/view?usp=s
haring
 Colorado Connections Academy School Handbook Supplement:
https://files.classcraft.com/game/task/ANZqqaGy4LetYhhW5/1507872329655/ColoCA
M_Supplement_SY%25201718_Approved%2520111416_Updated%2520041917.pdf
 Computer with internet connection and Microsoft Word.
 Escalation Information:
https://docs.google.com/document/d/1ybtSN3hJZh2dK9fwwz7a0M2nP4HVi32ghFxIFrE
7oqc/edit?usp=sharing
Assessments
 Notes Submission: Window notes on escalation and truancy.
Homework (N/A)
Additional resources/helps
 Classcraft Demo Account Password: coloca
 Lesson and Assessment screenshots located in Appendix L
References
 Connections Academy. (2017). School handbook supplement portion: 2017-2018
[Handbook]. Connections Education LLC.
Lesson #11
Title: Specialist Training- Active Participation
 A brief description of the lesson: The number one reason students are withdrawn by the
school is for lack of participation. This lesson is to assure that they have a firm grasp on
what participation is and how to show it in their classes/lessons to avoid this
consequence. This lesson focuses on understanding what participation in an online school
is and how it differs from traditional schools. First we will review what is participation,
how was it shown in traditional schools, and exploring how to show participation in
online school. It will call upon students to review what they have learned in previous
lessons regarding the expectations of the school, as well as, creating a concept map to
show their understanding of what goes into participation and how to show it in our
unique environment.
at home and have their computer, access to internet (for Classcraft website, YouTube
video), and whatever they will need to create their concept map (for example: pen/paper,
MindMup 2, SmartArt, etc.).
Objectives:
 At the end of the lesson, 80% of the new online students will create a concept map using
either pen/paper or a technology.
o Standard: 4. Research and Reasoning
o Concepts and skills students’ master: 2. Effective problem-solving strategies
require high-quality reasoning
o Evidence Outcomes: a. Analyze the purpose, question at issue, information, points
of view, implications and consequences, inferences, assumptions and concepts
inherent in thinking
Materials:
 Computer with internet access.
 Concept Map Maker (online) or SmartArt (Microsoft Word or PowerPoint).
1. Engage. (Present the problem).
 What big topic are you addressing? Participation, particularly online student
participation and how to demonstrate it in the classes and lessons.
 Do your students have any previous experience with this topic? Yes, students have
participated in their previous schools in some way or another in the traditional methods of
class participation.
 How relevant is this topic to your students? Participation in our program is a daily task
students will be monitored on by learning coaches (parents), teachers, and administrators.
 What connections to the students' lives can you offer? If students do not adequately
participate in the school they can be withdrawn from the program, with other sever
consequences.
 What connections do the students see? Students have participated in their previous
schools but that was in a traditional format. They now need to understand how to
participate in an online format.
From the Lesson:

What is participation? According to the Collin's dictionary student participation
is... (image of dictionary entry)
Ok, easy enough. Student participation is when you involve, engage, or
participate in your classes.
However, the questions you need to be asking yourself at this point is: What is
considered participation now that I am attending an online school? How do I
show participation? And, why is this important to me?
Well, let's start off with what you probably already know. When you went to
traditional school what did participation look like? Maybe...
•Going to class?
•Turning in Homework?
•Making a comment in a class discussion?
•Working in groups during class time?
•Following along in a reading during class?
•Taking notes in class?
•Asking questions or giving answers in class?
These are just some of the many ways you have probably been asked to
participate in your previous schools, and you probably didn't even notice many of
them.
Let's look at an example situation. Ask yourself these questions when watching
the video below:
1. What is the student asked to do to show participation in class?
2. What is the consequence if the student does not participate?
[YouTube Video link]
Ok, did you finish the video? Really? Ok, good. Let's review...
1. What was this student asked to do to show her participation? She was
asked to raise her hand. Because in raising her hand, and thus answering
or asking a question, she is engaging in what is going on in the class.
2. What was the consequence if she didn't raise her hand? She is going to
fail the class. Not good.
A similar situation can occur at our online school. Unlike traditional school where
you are asked to raise your hand in class to show participation, there are ways to
show your participation in our lessons and classes to show your active
engagement to avoid scary consequences of failing classes, escalation, alarms,
and truancy as we have discussed in previous lessons. Coincidentally, lack of
participation is the number one reason students are withdrawn from our program
by the school. So this is important if you want to stay at Connections!
2. Explore. (Gather data).
 What materials and resources will you make available? Students are first encouraged to
review our previous lessons which clearly state the expectations of student’s participation
without labeling it as such. The concepts listed in the previous two lessons combine into
what the school considers to be participation. Students are also encouraged to reach out to
the internet, our school’s virtual library, other students, or their learning coach (parent) to
help them discover other ways to show their participation while focusing on the three
questions to be answered.
 What stories or experiences can you relate? In the previous lesson it gives scenarios of
students going into escalation, alarm and truancy due to lack of participation or
engagement in their lessons. These will serve as stories to back the need of participation
in their classes and lessons.
 What learning stations might you set up? Since students are at home completing this
lesson at their own pace I have opened the discussion chat to allow students to ask each
other questions if needed for the lesson.
 What probing questions can you ask to redirect the students' investigations when
necessary? As I will not be in real time with the students during the lesson this will not
be totally applicable. However, if a student posts questions or concerns on the discussion
board I can redirect their investigations there.
From the Lesson:

But getting back to the questions at hand:
1. What is considered participation now that I am attending an online
school?
2. How do I show participation?
3. And, why is this important to me?
Well, we already discussed "why this should be important to you"-- you don't
participate to an extreme degree you could go into truancy and be withdrawn from
the school.
So let's focus on the other questions (#1 & #2). Since you aren't going to a
classroom anymore (well, not in a physical school building) and you don't see
your teachers everyday. So that rules those methods out. But there are other ways
to show your participation in class and lessons.
I want you to think back to your previous lessons in Academia, what have we
reviewed so far when it comes to participating in class or lessons? What do you
think will show that you are doing work and participating in our school? (HINT:
Look at your Expert Training lessons)
After you have reviewed these lessons, feel free to search the internet, the Virtual
Library in Connexus, ask other classmates (you can use our Classcraft discussion
board to communicate with students), or your Learning Coaches for ideas on how
you can participate in our school.
3. Explain. (Develop a theory).
 How will you structure students working together? Students will not be working
together unless they want to engage in the lesson discussion, as they are completing this
at home at their own pace (so they might not be on the same lesson as everyone else in
the class).
 How will you foster dialogue necessary to assess your students' current thinking? With
the student discussion board if they need additional help with the assignment.
 Estimate the amount of time students will need to explore this concept(s). About 1-2
hours to read through the lesson with videos, previous lessons, and create the concept
map.
 Help students to scale the "size" of their investigation to what is manageable in the
time allotted. An example was given to give a scale of size to their investigation, as well
as including the lessons in which they should review.
 What evidence will be required to support students’ observations and hypotheses? The
student’s concept maps will serve as evidence of students’ observations and hypotheses.
From the Lesson:

Once you have done so I would like for you to create a Concept Map on your
ideas to show participation in our school. You can use any concept map marker
online, I used MindMup 2 for create the example below (which is free and easy to
use), or you can use SmartArt in Microsoft Word or PowerPoint (here is a tutorial
video if you need help with SmartArt).
Remember, you want to focus your concept make on:
1. What is considered participation now that I am attending an online
school?
2. How do I show participation?
Here is an example of my Participation concept map based on our previous
lessons and Connections requirements:
[image of example Concept Map]

Please note, this example is NOT necessarily the correct answer to this
assignment. There are lots of ways to show participation at our school. Feel free
to add pictures, examples, scenarios, or anything else that you find useful to
communicating your understanding of participation in our online program. This is
only an example.
4. Elaborate. (Analyze the process).

Students can construct additional knowledge by figuring out/analyzing: Solutions to
problems in your school, community, or organization
Students can construct additional knowledge by making/ inventing/ designing/
drawing: Concept maps
Are there field experiences or other special events that can provide an extension of
research opportunities? Additional lessons in this unit will prodive opportunities to
expand on their ideas of participation, along with methods of implanting it into their
school day (such as creating a time management schedule to complete 25 lessons per
week).
 How will you gauge the students' understandings of the concept? I will gauge
students’ understanding of the concept through the submission of their Concept Maps and
if they engage in the discussion page.
 What strategies will you use to merge assessment with teaching? This lesson
employs a game theory strategy to merge assessment with teaching, as I won’t be
teaching this lesson in real-time with my students.
5. Evaluate. (Summative assessment).

 Do the students have ways to assess their imaginative growth, attitudes, skills, and
content knowledge? The concept map will serve as the summative assessment in
producing a project that displays the attainment of their understanding on what is
participation and how it can be demonstrated in our environment. The completion of map
will serve as evidence that learning has taken place.
A lesson evaluation: Did I follow constructivist methods?

This list is based on The Case for Constructivist Classrooms (Brooks & Brooks, 1999).
1. Did I seek the learner's point of view? Yes, as this lesson is asking for their ideas on
participation, and not just giving them what the expectations are.
2. Did I appear to give value to the learner's perspective on the material or simply dismiss
it as if it were invalid? Yes, in that they are creating their own concept map and
reiterating in the instructions there are not right or wrong answers.
3. Did I allow the learners to demonstrate some of their previous knowledge about the
material? Yes, in that we engaged their previous knowledge of participation in what they
experienced in traditional schooling.
4. Did the lesson have any relevance to the students' lives? Yes, as we stated the
importance of participation as it could be a contributing factor if they become truant or
withdrawn.
5. Did the learners have control over their learning? Yes, as they were given free rein to
do their own research on the topic.
6. Was the assessment of the lesson based on the standards of my organization? Yes, as
the lesson was based on a Colorado state standard.
 Lesson located under “Quests” then “Academia” named “Specialist- Participation”
 Lesson and Assessment screenshots located in Appendix M
References
 Story Inc. (2016, May 23). Class participation [Video file]. Retrieved from
Lesson #12
Lesson title: Specialist Training- Time Management
 Brief description of the lesson: This lesson focuses on creating a daily schedule to
completing their lessons for new online learners. The students will first play a Kahoot!
game and discover the “yes” or “no” examples for time management. The student will
then watch a YouTube video on reviewing time management tips for online students as
well as two testimonials from Connections Academy families on how their school days
look for their families schedule. The student will then create their own schedule using
whatever medium they choose and then reflect how they created their schedule and any
problems that might have arisen while creating it.
at home and have their computer, access to internet (for Classcraft website, Kahoot!
game, YouTube videoes), a smartphone (if available), and whatever they will need to
create their schedule (for example: pen/paper, scheduling app, Connexus planner tool,
etc.).
Objectives
 At the end of the lesson, 80% of the new online students will create daily schedule using
the guidelines from the example and video provided.
o Standard: 1 Oral Expression and Listening
o Concepts and skills students’ master: 2. Listening critically to comprehend a
speaker’s message requires mental and physical strategies to direct and maintain
attention Standards may be included here but are not required.
o Evidence Outcomes: b. Follow the speaker’s arguments as they develop; take
notes when appropriate
home.
 Anticipatory Set: Story- “Accomplished warrior, you have done well up to this point. It is
now time to see how you can apply what you have learned with your computer skills,
lesson skills, and knowledge of online participation in the realm of Connexus. Come!
Show me what you have learned!”
 State Lesson Objectives: “For today's task you are going to create a realistic schedule for
your average school day. "Realistic" is the key word for today. In creating your own
personal schedule, you need to take into account what time you actually wake up and get
started for the day, how long you take for lunch and breaks, how many assignments you
can complete in such amount of time.”
 Input: “Before we begin, I first want to play a little game...Click on this link: Kahoot!
Game Link”. This Kahoot! game is to introduce the concept of time management, which
is then followed up by a YouTube video “Time management tips” to further give tips and
explanations into why we use time management to be more productive in an online
environment.
 Modeling: YouTube video “Virtual school: A day in the life of a Connections Academy
family”. This video includes two Connections families explaining how their day looks
both in time management and scheduling. Instructions: “Please watch the following video
on "Time Management for Online Students" …Now that you have some tips to start your
personal schedule, here again are the two families from the Kahoot! Game who share
how they manage their day at Connections”
 Practice: Students will submit a picture of their daily schedule using the guidelines
provided in the video as well as the testimonial video. Instructions: “Now either in your
Connexus online planner, a planner on your computer, an app on your phone, or a paper
planner, I want you to create a realistic schedule for yourself. Include how many lessons
you plan on completing and when (remember, you should be completing 5 or more each
day), when you are taking breaks, eating, etc. Then take a screenshot or picture of your
schedule and submit it in the Assignment Page.”
 Closure: Students will write a reflection on what they learned and how they applied what
they learned. Instructions: “On the Discussion Page describe how you created your
schedule and if you came across any problems when creating it.”

 Kahoot! Game: https://create.kahoot.it/#quiz/29a75d2e-2997-43ac-915a-504de4e1b8d5
 YouTube video: “Time management for online students”:
https://youtu.be/WOzMEBsWU7o
 YouTube video (in Kahoot! Game): “Time management tips”:
https://youtu.be/TvwJIZZh7Us
 YouTube video: Virtual school: A day in the life of a Connections Academy family”:
https://youtu.be/eo5Y2atqvkY
 SmartPhone (if available)
 Whichever medium student decides to create schedule (pen/paper, Connexus planner,
app, etc)
Assessments
 Project Assignment: Picture submission.

 Discussion: Reflection post.
Homework (N/A)
 Lesson located under “Quests” then “Academia” named “Specialist Training”
 Lesson and Assessment screenshots located in Appendix N
References
 Connections Academy. (2015, December 3). Virtual school: A day in the life of a
Connections Academy family [Video file]. Retrieved from https://youtu.be/eo5Y2atqvkY
 Maddock, E. (2017, October 22). Kahoot! Concept attainment lesson [Interactive Web
Game]. Retrieved October 22, 2017, from https://create.kahoot.it/#quiz/29a75d2e-2997-
43ac-915a-504de4e1b8d5
 Pratas, A. (2014, April 11). Time management tips [Video file]. Retrieved from
 Rebolini, A., Heaney, K., & Spelman, G. (2015, November 17). 22 tweets about
procrastination that will make you laugh out loud. Retrieved October 23, 2017, from
https://www.buzzfeed.com/ariannarebolini/22-tweets-about-procrastination-that-will-
make-you-laugh-out?utm_term=.omwjowLXRk#.llooqkZvY5
 Uwgoline. (2014, March 31). Time management for online students [Video file].
Retrieved from https://youtu.be/WOzMEBsWU7o
Lesson #13
Lesson title: A Warrior’s Promise
 Brief description of the lesson: This lesson is geared to evaluating what students know
before they begin the training unit by administering an Entry Skills Assessment and a
Pretest Assessment. The Pretest will be used to determine the student’s growth while
engaged in the training unit.
at home and have their computer, access to internet (for Classcraft website and Google
Forms), and a pen/paper (if desired).
Objectives
 At the end of the lesson, at least 80% of the new online students will complete both the
Promissory Note and the Posttest Assessment using flexible pacing.

 Standard: 4. Research and Reasoning
 Concepts and skills students’ master: 2. Effective problem-solving strategies require
high-quality reasoning
 Evidence Outcomes: c. Implement a purposeful and articulated process to solve a
problem
home.
 Anticipatory Set: Story- “Warrior of Academia, you have done well! However, you have
two small obstacles to overcome before you are done with your training. A promise and a
final test.”
 State Lesson Objectives: “Please fill out the Promise Note below in Google Form and
complete the Final Posttest: https://goo.gl/forms/Ai9kVOvZQbmrSGjH3”

 Google Form Promise Note: https://goo.gl/forms/WpUYAkOCEsqdFh2C2
 Google Form Posttest Assessment: https://goo.gl/forms/Ai9kVOvZQbmrSGjH3
Homework (N/A)
 Google Form Promise Note
Summative Assessment
 Google Form Posttest Assessment

 Lesson and Assessment screenshots located in Appendix O
References
Chapter 4
Capstone Overview
The writing process for this Capstone Project was really four fold in its original
inception. The first was to determine what needed to be covered in each lesson, as a general
topic. Once those were selected, focusing on the areas that Colorado Connections Academy new
online students struggle with the most, then it was on to figuring out how to present the
information. Since the project focuses on online education it only made sense that this projected
needed to present students information in an online format, to get them used to what is to come
at an online school. Next was to figure out how to engage them in their lessons, since their
current curriculum seems to be falling short in this area. This is where most of the research in
Chapter 2 came into play. After much research it was determined that a large majority of our
student population would be encouraged in a gamified curriculum, given the different
demographic points of these targeted learners. Choosing the platform of Classcraft came down to
ease of use for teachers and student and visual interest in the website and characters. If the
platform can capture the target groups attention the success rate of the unit will significantly
increase. Lastly, was to determine the instructional method to present the material. It was
determined that Direct Instruction would be the best teaching strategy in this instance because it
gives the most flexibility to the distance learning environment. Direct Instruction can be
achieved even if the student and teacher are not in “real time” as instructions, modeling, and
practice can be written out or recorded in small steps to achieve effective instruction to online
students.
Capstone Evaluation
If I had to create this Capstone Project again, or modify it after its completion there are
two areas I would focus on. The first being the amount of written text students have to read. If
given the chance again I would have liked to recorded voiceovers of the lessons to diminish
some of the reading demand for each lesson. The second would be to record my own videos for
the material instead of using so many YouTube videos. I think this would have made some of the
videos more applicable to what these students would be seeing in the school’s curriculum, while
also making it more interactive.
Something else that I think might be weakness of the training unit is the length. I think
some of the lessons at the end could have been more condensed in information or combined for
certain lessons. I thought the first initial lessons were very engaging and humorous, creating an
engaging lessons, while moving on to later in the unit the topics became heavier and more
information based, losing some of that engagement.
Capstone Reflection
This MACI educational experience has been a long time coming for me. In 2015 I started
my MACI journey in the Alternative Licensure Program (ALP) to obtain my Colorado
Professional Licensure. In the ALP program I had to complete the Teacher Work Sample which
was probably the hardest thing I ever had to complete in my whole life, this project included. It
didn’t help that I had a brand new job and a brand new 2 month old baby. Now three years later I
am completing my MACI journey. The Capstone has been an amazingly fun piece of curriculum
that I have been proud to work on. I feel that it has not only helped me academically (in
obtaining my Masters) but professionally as well. I feel that I understand my school and my
students much more than other teachers that have been teaching at Colorado Connections
Academy twice as long as I have. I know my students demographics to the detail, I know the
research that involves their target group, I know what outside and inside variables are
influencing their success and pass rates. And this is all because I have been studying my school
and its population for almost three years.
Moreover, besides the academic and professional developments I have incurred over my
educational experience in the MACI program my growth in my spiritual and biblical
perspectives has evolved and developed as well. It is sometimes easy in an online environment to
forget why you became a teacher or that your students are more than just data or a phone call that
needs to be made. My time in the MACI program helped me to reconnect with my students, their
needs, and how I can help them be more successful and happy at our school.
One of my favorite verses when reflecting on my teaching experience since entering the
MACI program has been Psalms 32:8 “I will instruct you and teach you in the way you should
go; I will counsel you with my loving eye on you” (New International Version). I discovered this
verse when I started the ALP portion of my degree when completing the “Frame of Reference”
activity in EDU 520. The assignment was gauged at creating a frame of words, phrases or quotes
around the word “education” as to define what education means to you. In that activity I came
across Psalms 32:8 and it just stuck with me. The wording I could not have put better, because
obviously it is God’s Truth and divinely written, in that my promise as a teacher is that I am here
to teach them, instruct them, and guide them. That they are not a number in my classroom but an
individual, and that once you are in my class you become as one of my own. That I will treat my
students as God intended, as his most loved creations, and it is with a loving eye that I watch
over my students and try to keep them out of harm, either emotionally/spiritually, academically,
or physically.
My MACI experience brought me back to why I became a teacher in the first place and
then gave me the tools to be an even better teacher than what I could have been on my own. It is
in this way that the MACI program, my Capstone Project, and CCU has influenced me, my
teaching, and my spiritual growth through a more biblical perspective in my life and professional
career.
Conclusion
For the future readers of this Capstone Project please continue to do more research on
gamification in the classroom, but be careful with what you find. Most of the research gathered
in the preliminary collection for this project could not be included due to questions on bias of the
material. Though the negative research towards the topic seemed to be more authentic without an
ulterior motive. Much of the research could also not be included for time and page restraints so I
implore you to continue with your own research of the topic to see if it would be something you
would include in your classroom. I found it to be a fun and useful tool to engaging my students
who were already inclined to be intrigued by this kind of motivational tool. But as it is a new
strategy hard research on the topic is still hard to come by.

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Appendix A
Increasing Online High School

Students’ Pass Rates through
Participation and Gamification
Student Knowledge Student Behavior

(Demographics, Non- (Demographics, Non-
Synchronous Contact & Synchronous Contact
Spatial Distance) & Spatial Distance)
Basic Computer Participation Successful Online Student Motivation

Skills Requirements Student Behaviors (Gamification)
Figure 2. Path Analysis Model. This figure illustrates the variables and factors influencing Online High School Students' Pass
Rates.
Appendix B
Academia
Overview of Academia’s Quests

Introduction
Appendix C
Lesson #1 Screenshots
Lesson #1 Entry Skills Assessment

Lesson #1 Pretest Assessment

Lesson #1 Pretest Assessment Feedback

Lesson #1 Discussion
Appendix D
Lesson #2 Assignment
Lesson #2 Discussion
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Appendix L
Lesson #10 Additional Materials

School Handbook Supplement
Escalation Information

Appendix M

Appendix N

Kahoot! Concept Attainment Lesson

Appendix O

Lesson #1 Pretest Assessment Feedback


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Running Head: ONLINE STUDENTS’ PASS RATES

Increasing Online High School Students’

Pass Rates through Participation and Gamification

August 24, 2018

Colorado Christian University

& Dicheva, 2017; Ryan, Rigby, & Przybylski, 2006).

environment, and students’ lack of motivation to complete school work.

high school students.

the motivational strategy of ‘gamification’ to promote student participation in lesson completion

one of the up-in-coming educational trends of classroom motivation called ‘classroom

Curriculum Variables and Influencing Factors

Figure 1. Path Analysis Model below).

Increasing Online High School

Student Knowledge Student Behavior

Basic Computer Participation Successful Online Student Motivation

computer skills (having limited or previously no experience on a computer) and participation

Likewise, a majority of online student demographics are not academically high-achieving

rates and grade acclimation.

spatial distance of the learning environment. As Cheawjindakarn, Suwannatthachote, &

also be addressed in the training unit.

Student Needs Assessment

Rogić, 2015, p. 32).

escalation status, tracked by Colorado Connections Academy’s ‘Connexus’ educational platform,

should be at in the semester. This is calculated by the Participation Metric Formula:

Lessons Completed/Lessons Assigned = Participation

Colorado Connections Academy is an online public school serving grades K-12. It

Connections Education, which is owned by Pearson. As this educational environment is highly

face-to-face interactions (Cheawjindakarn, Suwannatthachote, & Theeraroungchaisri, 2012, p.

64). As well as, the ability to motivate students (p. 64).

urban to suburban areas of 300,000 in population (Colorado Connections Academy, 2017).

previously to determine other needs.

The method of communication, resource management, information, and collaborative

written instruction and sometimes picture/video instruction) and discussion or assignment to be

Assessment in the final lesson on the training unit.

Brick-and-mortar schools. Another term to describe traditional school environment, as in

EMO. Educational management organization. “For-profit education management

Vashaw, Gemin, & Rapp, 2013).

Dixon, Khaled, & Nacke, 2011).

Hassel, & Kebschull Barrett, 2014, p. 7).

School Accountabilty. “The process of evaluating school performance on the basis of

Kebschull Barrett, 2014, p. 10).

State run. “State-run virtual schools—most of which primarily or exclusively enroll

Student Participation (Participation). The extent to which students participate or involve

themselves in a class, course, etc. (Collins English Dictionary, n.d.).

Education, 2015, para. 1).

to be successful in an online environment, and students’ lack of motivation to complete school

the said curriculum.

accountable, as represented in the regulations set by the state of Colorado:

its attainment on the four performance indicators: academic achievement; academic

plans: performance, improvement, priority improvement, or turnaround. Struggling

additional scrutiny by CDE. (McGettrick, 2011, p. 2)

hold online schools accountable and at high standards.

from the Connections Academy Student Handbook (2017):

Enrolled students are in one of three attendance statuses at all times:

is a combination of measures that indicate if a student is demonstrating adequate

number of instructional hours in the attendance records, if a student’s work completion

attendance will not keep a student’s attendance status On-Track.

students to complete (Connections Academy, 2017, ColoCA @ Mapleton School Handbook

are taking place:

The student completes assigned lessons and assessments.

The student participates in educational activities for an appropriate number of

hours, as outlined in the Required Instructional Hours section (Section 3.4.2) of

hours in Connexus on a daily basis.